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9 Elements of Digital Citizenship (Image)

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When Students Become Digital Citizens (Video)

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When Students Become Digital Citizens (Video)

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Modern science learning requires the use of digital tools and a shift in teaching philosophy and pedagogy. The backbone to this shift rests in a skill that we've not yet addressed: digital citizenship.

Last month, we wrote about the International Society for Technology in Education's (ISTE) Empowered Learner standard (www.iste.org/standards). This month, we discuss the Digital Citizen standard where "students (will) recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical." While this might seem like a lofty goal, we can make sure that students fulfill the requirements of this standard by meeting its four performance indicators, which require students to:

"cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world";

"manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online";

"engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices"; and

"demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property" (ISTE 2016) (italics added).

As science teachers we must remember that our students' digital footprints, or "digital exhaust," referring to data collected on their travels across the digital landscape, will exist long after they leave the classroom. We refer to this as permanence.

To safeguard students' digital privacy and personal data, it is important to read the Privacy and Terms of Use conditions for websites on which they compose and post content. Teachers should be aware of privacy laws such as the Children's Online Privacy Protection Act and the Family Education Right to Privacy Act, which we discussed in an earlier column (Smith and Mader 2014). Students must understand how to change the privacy settings on their profiles to prevent others from accessing their content. Even with the most robust security settings, however, content can still leak out into the public area of the digital world. Thus, they should be continually reminded of the importance of reviewing their own content.

Next, teachers can engage students in activities that promote positive, safe, legal, and ethical online behavior. The activities can occur before, during, and after formal instruction.

Before instruction, teachers can use word clouds, graphic organizers, and podcasts to allow students to share what they want to learn from a unit's explorations. During instruction, students can moderate each other's discussions and provide feedback using the social platform Todays
Meet (www.todaysmeet.com). This is an excellent way to talk with students about constructive criticism and the appropriateness of their conversations. After the science lesson, students can engage in deeper discussions about their content mastery through discussion boards such as Schoology or Canvas or by critiquing other students' work with tools such as Padlet or VoiceThread.

A long-standing tradition in our classrooms is the concept of UCC (user-created content)-the idea that students should create their own artifacts, digital content, and media, instead of resorting to Google. UCC gives them an understanding of using and sharing intellectual property. In this type of classroom culture, students create their own media for their products and ask permission, or even "pay" using points, to use another's work in the class.

Conclusion
Science teachers must create a classroom culture that prepares students for a world of transparency and permanence. The skills that students develop through the Digital Citizen standard will benefit their lives far beyond the classroom walls.

Ben Smith (ben@edtechinnovators.com) is an educational technology program specialist, and Jared Mader (jared@edtechinnovators.com) is the director of educational technology, for the Lincoln Intermediate Unit in New Oxford, Pennsylvania. They conduct teacher workshops on technology in the classroom nationwide.

References
International Society for Technology in Education (ISTE). 2016. The 2016 ISTE standards for students. Arlington, VA: ISTE.www.iste.org/standards/standards/for-students-2016
Smith, B., and J. Mader. 2014. Science 2.0: Protecting students' online privacy-by law. The Science Teacher 81 (9): 8.http://bit.ly/2crq9XP
Editor's Note
This article was originally published in the November 2016 issue of The Science Teacher journal from the National Science Teachers Association ( NSTA).
Get Involved With NSTA!
Join NSTA today and receive The Science Teacher,
the peer-reviewed journal just for high school teachers; to write for the journal, see our Author Guidelines, Call for Papers, and annotated sample manuscript; connect on the high school level science teaching list ( members can sign up on the list server); or consider joining your peers at future NSTA conferences.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all. Learn more about the Next Generation Science Standards at the NGSS@NSTA Hub.

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Science 2.0: When Students Become Digital Citizens

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Modern science learning requires the use of digital tools and a shift in teaching philosophy and pedagogy. The backbone to this shift rests in a skill that we've not yet addressed: digital citizenship. Last month, we wrote about the International Society for Technology in Education's (ISTE) Empowered Learner standard (www.iste.org/standards ).

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Thought starters

1. How does Mr. Pane engage students in this lesson?

2. What kinds of digital dilemmas do the superheroes resolve?

3. How could you use gallery walks in your classroom?

School Details

Wilson Middle Level Program
5141 F St
Omaha NE 68117

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Teachers

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Students in Sam Pane's fifth grade class create comic books featuring digital citizen superheroes who act safely, responsibly, and respectfully online. Students work on computers to create comic books featuring a problem in the digital world and explaining how their digital superhero helps resolve that digital dilemma.

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Why is Digital Citizenship so Important? (Article)

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Why is Digital Citizenship so Important? (Article)

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Digital Citizenship is something that all teachers need to be aware of. With the growing amount of online activity that students are involved in, we need to provide students with clear guidance on 'best practice' when working online. We want our students to enjoy the huge benefits that the internet and computers generally offer but at the same time make our students aware of the issues and dangers. Just like people should be good citizens in society, they should also be good citizens online. In this article we provide you with an general overview of the topic and then suggest an activity that you might like to try with your students.

Ethics is at the core of digital citizenship. It is particularly important to students as they tend to use technology a lot but are not necessary clear on the issues. The types of issues that might come up include:

What do you do if someone contacts through the internet that you don't know?

Is it a good idea to share compromising pictures of yourself or a friend on the internet? What could be the consequences?

Is it fair to download and use pictures that are not yours? Is it fair to download movies from an illegal website?

Can you copy text from a website and paste it in to your essay?

How do you know if the information your friend sends to you is authentic?

What should you do if you receive an unkind or rude text about someone in your class?

A very simple framework that can help you think about digital citizenship was set out by Howard Gardner [1]. He suggested 5 main areas.
Identity
Students need to think about how they would be viewed if someone searched for information about them on the internet. Have they uploaded any compromising pictures into their profile? Have they included any silly or rude comments on discussion boards that other people can easily find?
Privacy
How well protected is their information? Are they using simple passcodes? Who do they share their passcodes with? What information have they set as public on sites like Facebook?
Ownership
How do they deal with content that has been created by other people? How do they know if they have permission to use certain pictures, videos or even text? What should they do if they used a quote from an article on the internet? Is it right to copy text from another source and claim it as yours?
Trustworthiness
How do they know if the information they receive from the information is right or wrong? What is fake news and how can they find out if it is fake or not? How do they know if a website is authentic?
Community
How should they engage with the rest of the community on the internet? What should they do if they receive malicious texts or emails about other people?

These are the 5 key areas that they need to think about and under each of these headings a number of issues are likely to be raised, especially in the context of young people. The good news is, there are a whole number of resources that English teachers can make use of. The following is an example of an activity that you might like to try with your students. It helps students to think about the 5 areas and the sorts of issues that are raised under each category. It also encourages students to develop a set of guidelines.
Part one- Focusing on what a digital citizen is.
The aim of this first part is to raise student's awareness of the issue. We do this through a mixture of them sharing ideas and then drawing information from a video.
Ask students to get into groups and make a list of what they think it means to be a good digital citizen. What things does it cover? What does a good digital citizen do? You might like to write the words 'Digital Citizenship' on the board.
Now get some of the groups to share their answers with you and write up their ideas on the board.

Now tell the groups, you are going to play a video about being a 'Good Digital Citizen' Tell them to watch it and then in groups to discuss what things they have learnt from the video that they hadn't discussed before. You may need to play the video twice.
Part two-Developing a framework. It is quite difficult to organise all the different issues that are raised around digital citizenship. In this part we provide a framework, ask students to organise their ideas from part one into this framework.
On the board write the following. You may need to translate the words. It is a good idea to organise the words into a table.

Now ask the students to look at all the issues they previously discussed and ask them to put the ideas under the correct category. Sometimes, they might think that some of their ideas need to go under more than one category, that is fine. Sometimes they might think their ideas don't fall under any of the categories, in that case you might need to help them.
Here is an example
Putting up funny pictures into your profile
-Sharing your password-Making too much information public on Facebook

-Copying pictures from the internet-Downloading illegal films

-Using the information from a website that your friend showed you.

-Sharing a rude text about someone in your class.-Writing something bad about someone in a discussion.

Once they have finished, ask some of the groups to read out their answers under each section. Help them, if you feel they have made any mistakes. The idea is that hopefully they will see that the framework more or less covers all the key issues.
Part 3 Building rules For each of the issues that students have raised in their groups, what advice would they give? In this section, students will learn to build up a series of useful rules and guidelines which they can use.
Ask students to look at the different issues that they have written under each category. If they had to give some advice or provide some guidelines for each issue what would they write? Ask the students to work in groups and think of advice for each issue they have raised. You might want to show them some examples so they understand what they need to do. If for example as some possible rules for privacy (this is not a complete list).
Example -Don't share your password with anyone. -Use a difficult password with letters and numbers. -Only put very basic information on your profile and nothing too private like your address, phone number or email. -Don't use a real picture. Add an avatar. -Create an account with a different name rather than your real name.
Now get some of the groups to either read out their rules to the rest of the class or ask them to come to the board and write up their ideas. Finally as a class, choose the best 10 rules. You could turn these rules into a poster that you put on the wall or alternatively each group could make a poster with the rules they have created.
Russell Stannard
Russell Stannard is the founder of TeacherTrainingVideos.Com and the Associate Trainer at NILE. He was the previous winner of the Times Higher 'Outstanding Technology Initiative', the British Council 'Technology Innovation Award' and the University of Westminster 'Excellence in Teaching Award.' He trains teachers all over the world, especially in the use of technology in language teaching.

Commenti

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What is Digital Citizenship? Why is it so important?

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Digital Citizenship is something that all teachers need to be aware of. With the growing amount of online activity that students are involved in, we need to provide students with clear guidance on 'best practice' when working online. We want our students to enjoy the huge benefits that the internet and computers generally offer but [...]

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5 Ways to Teach Digital Citizenship (Article)

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5 Ways to Teach Digital Citizenship (Article)

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5 Ways to Teach Digital Citizenship to Your Students

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Spread the loveJust as students have to learn how to be good citizens within their community, they need to know how to behave and be a positive part of the digital community. Digital citizenship is an important responsibility that everyone needs to understand as it encapsulates as many aspects of behavior and actions as physical interaction does.

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What Student's Really Need to Know About Digital Citizenship (Article)

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What Student's Really Need to Know About Digital Citizenship (Article)

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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I think it's important to teach children about the internet for many reasons. There is so much out there and you want students to understand that and be prepared for it. It's important for students to understand that everything they do and everywhere they go on the internet leaves a mark that can be traced back. Digital citizenship is important to help students learn, communicate and work with others safely and responsibly. Being a good, responsible digital citizen on the world wide web means having good email etiquette, reporting and preventing cyber bullying, and learning how to protect private information. You can't just expect students to know all this, you have to teach them how to be responsible and follow all the right steps.